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Lesson Name: Library Architect
Teacher Name Lori Hawkins
School Mary C. O'Brien Elementary
Grade Level 4th
4th Grade Math CFA's
  • Understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry
4th Grade ELA CFA's
  • Reading - (Informational Text, Close Reading, Research, Validating Sources, Connections to Literature)
  • Writing - (Opinion from Evidence, Informative, Narrative)
  • Speaking and Listening - (Presentation, Explanation, Clarifying Questions and Answers)
4th Grade Social Studies CFA's
  • Devlop an understanding of the foundations of the United States Government ( Preamble of the U.S. Constitution, Bil of Rights, Statement of Natural rights found in the Declaration of Independence) 3 branches of U.S. Governemnt and structure of Arizona Government.
4.PI.3
  • Library Architect: The town of Chelsea has decided to convert one of the vacant buildings on Main Street into a public library. City council decided to do this since many of the town’s residents have attended meetings and complained that they have to go to the neighboring town to get to a public library. The mayor has made a commitment to make the building a Lead Certified (an environmentally friendly) building. In order to be able to raise the money for the building, the town’s people will have to vote to raise taxes in the coming election. The mayor and the city council feel that if they hire the right architect, they will be able to sell the idea to the public. The process will require a presentation to city council to accept the architect’s proposal and then an advertising campaign to get the public excited about the project. The library will have to serve many purposes and that will have to be accounted for in the design. (INDUSTRY PARTNER AVAILABLE)
Grade 4 Math
  • 4.NF.2 Extend understanding of fraction equivalence and ordering. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)
  • 4.MD.3 Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
  • 4.MD.6 Geometric measurement: understand concepts of angle and measure angles. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
Grade 4 ELA
  • 4.R.I.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
  • 4.W.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
  • 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • 4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Grade 4 Social Studies
  • S3-C2-PO 2. Describe different levels of government (e.g., local, tribal, state, national).
  • S3-C3-PO 2. Describe the responsibilities (e.g., determining land use, enforcing laws, overlapping responsibilities with state government) of the local government.
  • S5-C2-PO 2. Describe why (e.g., schools, fire, police, libraries) state and local governments collect taxes.
Select which Mathematical Practices will be evident during this project.
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Use appropriate tools strategically.
  • Look for and make use of structure.
Describe where the Mathematical Practices will be evident in this project. The students are given a set area of 10,000 square feet for their library design, students must make sure their total area adds up to this amount they will be making sense of this problem and persevering in solving it. Students will construct viable arguments and critique the reasoning of others not only in their small groups during solution explanations, but during whole group justification of their designs. Students will choose and use different measurement tools and technology applications for the creation of their designs. As students decompose their shapes into smaller areas, they will flush out patterns and structures of the area model they have learned in 3rd and 4th grades.
Select which Science and Engineering Practices will be evident during this project.
  • NOT APPLICABLE
Select which of the ELA Student Capacities will be evident during this project.
  • They build strong content knowledge.
  • They respond to the varying demands of audience, task, purpose, and discipline
  • They value evidence.
  • They use technology and digital media strategically and capably.
Describe where the ELA Student Capacities will be evident in this project. Students will build strong content knowledge in mathematics and in architectural design, as they gather background information in these content fields and how they are related. Students will be responding to audience and task demands when they present their final product to actual Town council members that will evaluate their designs based on criteria specific for that audience. Students will value evidence since they will need to provide evidence in their design proposals. Students will use technology to create their visual designs as a clearer form of presenting their information.
Select which 21st Century Skills will be elicited and assessed.
  • Communication
Describe where 21st Century skill will be deliberately evident in this project. Students will be evaluate on communication skills. their authentic audience requires them to speak clearly, and convey all their evidence to validate their designs. they need to be able to answer specific questions about their design.
District Assessments Math- Decomposing area and shapes EngageNY Assessment 4-3-13 Math- Angles EngageNY Assessment 4-4-7
Rubrics Design Rubric Presentation Rubric Communication Rubric
Self Assessments Self Assessment Design Rubric
Summary of Project Idea The Town of Florence Arizona has decided to build a public Library on a vacant lot outside of its historic district. Town council since they currently share a library space with the local high school.. The mayor has made a commitment to make a building that the townspeople can call their own. The mayor and the town council feel that if they hire the right architect, they will be able to sell the idea to the public. The process will require a presentation to city council to accept the architect’s proposal.. The library will have to serve many purposes and that will have to be accounted for in the design.
Role Students will take on the role of an architect.
Audience 3 town council members, the deputy town manager, and an architect will serve on an expert panel to evaluate the students design proposal and presentation
Products Design blue prints with specifications and measurements Design board with blueprints, look and feel, demographics information Presentation
Driving Question How can we as architects, design a Town Library that meets the needs of all the residents while staying within design criteria constraints?
Unit Duration 3 weeks
Student Groupings Students will be placed in 5 groups (3 groups of 4, and 2 groups of 3) students have been placed into groups based on individual strengths, and learning styles, behaviors, weakness, and for differentiation of process and content.
Resources/Personnel iPads (with GraphPro app), Large grid paper, rulers, yardsticks, protractors, pencils, presentation boards, building photographs, Town council members for evaluation, Architects for feedback, IT personnel for Skype sessions, reserve presentation room for final product, collaborate with computer lab instructor for research and photo printing.
Share Project Goals Project goals will be shared at the launch of lesson when town manager and architect present the design challenge. Math Learning goals will be shared at this time to ensure that students are making connections to real world applications. Students will also review goals when designing their product. Teacher and other personnel will share goals at the following points: when students are collecting demographic data, when students are decomposing area of library, when students, are researching how local government economics work and how it affects their designs.
Project Launch The project will be launched with two industry professionals will present the problem to the students. The deputy town manager of Florence will talk to students about their real world problem of outgrowing their current shared library space. A design architect will Skype in and share some initial design ideas to get the students engaged. he will also show students where angles, lines, area and perimeter measurements are used and crucial in architecture
Evaluate Using Checkpoints Evaluations will be scheduled this way: When students decompose their overall area (area decomposition) when students divide their rooms based on demographic data (Comparing fractions using benchmark fractions) When students complete their audio tour summaries (Paraphrasing portions of text read aloud orally) When students present their final product (report on a topic using appropriate relevant facts, show an understanding of how local government works, speak clearly at an understandable pace)
Reflection and Celebration Students will celebrate their accomplishments at the panel presentations. Students' work will be posted in the lobby of the new (actual) Town Library in Florence during their grand opening summer celebration. Students have been invited to take a field tip to view their displays, and enjoy a refreshing swim in the town's brand new aquatic center.
Enter your email address lhawkins@pinalk12.org